Trinity College Dublin
2nd Annual Disability Service Symposium
Support for Students with Disabilities in Practice:
Perspectives of Stakeholders
Disability Service, Trinity College Dublin
Wednesday, 26th June 2013
© Copyright: Disability Service, Trinity College Dublin
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Acknowledgements
Trinity College Dublin Disability Service would like to thank all the students, Heads of
Department/Disciplines, Practice Coordinators and Practice Educators for their honest and insightful
comments during the process of the formulation of the survey and data gathering.
Contributors: Dr Clodagh Nolan, Declan Treanor, Claire Gleeson, Susan Madigan, and Orla Sullivan.
Date: 26th June, 2013.
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Executive Summary
This summary report sets out the findings from an investigation into the perceptions of
Heads of Departments/Disciplines, Practice Education Coordinators, Practice Educators, and
students with disabilities, on professional courses in relation to the supports for professional
placements.
Aim of the Research
The aim of this research was to investigate the perceptions of Heads of Department,
Practice Education Coordinators, Practice Educators and students with disabilities, on
professional courses in relation to the supports for professional placements. The target
group were stakeholders involved in the development and provision of professional
placements for students and the students themselves. It is hoped that the outcomes of this
research will provide a basis and a foundation for the enhancement and development of
appropriate supports for both staff working with students with disabilities and the students
with disabilities themselves.
The aim of this project was to;
1. Explore the perceptions of support including reasonable accommodations and
contact with the Disability Support Service from the perspective of Heads of
Discipline/Department, Practice Education Coordinators, Practice Educators, and
students themselves.
2. Explore the concerns of Heads of Discipline/Department, Practice Education
Coordinators, Practice Educators, and students themselves.
3. Explore the perceptions of disclosure in a practice education environment from the
perspective of Heads of Discipline/Department, Practice Education Coordinators,
Practice Educators, and students themselves.
4. Utilize the findings to develop structures and systems for students with disabilities
on placement and to ensure the needs of all stakeholders are met.
5. Disseminate the findings from this project through a symposium and publication.
The Research Questions
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1. What are the perceptions of support (including reasonable accommodations and
contact with the Disability Support Service) from the perspective of Heads of
Discipline/Department, Practice Education Coordinators, Practice Educators, and
students themselves?
2. What are the concerns of Heads of Discipline/Department, Practice Education
Coordinators, Practice Educators, and students themselves?
3. What are the perceptions of disclosure in a practice education environment from the
perspective of Heads of Discipline/Department, Practice Education Coordinators,
Practice Educators, and students themselves?
Background
Countries such as Ireland have developed clear strategies in widening participation from
‘under-represented groups’ within the third level education sector. (Stevenson, Clegg &
Lefever, 2010; Conway, 2008). Barnes (2007) maintains that many countries have worked
hard to make universities more accessible to people with disabilities, and as a result there
has been a growth year upon year both nationally and internationally - on the numbers of
students with disabilities entering higher Education (Griffiths, Worth, Scullard & Gilbert,
2010). Equally changes in the legislation such as the introduction of the Disability Act 2005
and the Equality Acts 2004-11 within Ireland, led to an increase in the numbers of students
with disabilities going to third level institutions. Over the last decade student numbers have
risen from 450 in 2000, to over 7,947 in 2012 representing 4% (6.4 % TCD) of student
population (AHEAD 2012). Within Trinity College Dublin those registered on professional
courses has increased from 67 in 2006 to 259 in 2012-13. Twenty five per cent of disabled
students in Trinity are studying in professional courses as opposed to 7% nationally (AHEAD,
2012). Alongside these increases in numbers has been a marked increase in the number of
students with hidden disabilities accessing higher education (Anderson & Wylie, 2011). Of
the total number of students registering with the Disability Service in TCD, the proportion of
students registering with a mental health difficulty has grown from 5% in 2001-02 (n=11) to
19% in 2012-13 (n=200) . These figures demonstrate not only the increasing need to
develop appropriate supports for students experiencing mental health difficulties but also to
develop supports for those students with disabilities on professional courses as suggested
by Andre and Manson (2004) in their identification that the commencement of placements
has been the most significant point of discrimination for students with disabilities. Therefore
the placement educators’ role in managing and supporting students with disabilities is very
important.
A literature review was carried out and focused on the following areas; admissions on
professional courses for disabled applicants, the legal and fitness to practice backgrounds in
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which Universities should now be operating within. This review deals with the complexity of
disclosure and non-disclosure on professional courses, professional competencies and
negotiation of reasonable accommodations in the practice placement. There appears to be
a dearth of literature in relation to how to determine the level of reasonable
accommodation and support for students with disabilities on practice, and no literature was
found within an Irish context. Most of the literature found emerged from the professions of
nursing, teaching or social work outside Ireland.
Over the last decade student numbers with disabilities entering third level institutions have
risen from 450 in 2000, to over 7,947 in 2012 representing 4% of the student population
(AHEAD, 2012). Trinity represents 13% (n= 1,058) of the disabled student population
nationally. Of the TCD cohort 25% are studying on professional courses as opposed to 7%
nationally. There has been a further 25% increase in the numbers of disabled students
registering on professional courses (67 in 2006 to 259 in 2013). Given the increase in
numbers of students with disabilities entering universities there is a need for clear effective
strategies that enable students on professional courses to be reasonably accommodated so
that they can reach the standard of proficiency as required by these courses.
The biggest challenge for students with disabilities on professional programmes is the
demonstration of professional practice competencies/proficiencies. For Practice Education
Coordinators and Practice Educators in the workplace the challenges include determining
professionally sound reasonable accommodations that work in practice which are fit for
purpose. Additionally these stakeholder need to develop clear communication pathways
with the student and the Disability Support Services to ensure the optimal outcome for the
student.
In light of this need, the intention of this research was to investigate the perceptions of
Heads of Department, Practice Education Coordinators, Practice Educators and students
with disabilities, on professional courses in relation to the practice education experience by
examining their concerns, issues related to disclosure and non-disclosure and reasonable
accommodations.
Respondents included Head of Department (n=3) Practice Education Coordinators (n=8)
Practice Educators (n=61) and Students (n=63). It must be noted that those who responded
from the students group appear to come from the hidden disabilities and therefore this
report must be read with this in mind.
Methodology
This project originated out of a perceived need to investigate the experiences of Practice
Education Coordinators, Practice Educators and students in relation to the disclosure of a
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disability and the provision of reasonable accommodations. The need arose as all
stakeholders had encountered difficulty with disclosure or in providing or receiving
reasonable accommodations. The researchers wanted to reach as many of the stakeholders
as possible and therefore a quantitative approach using a survey design was employed to
answer the research questions. Three surveys were developed and were sent to:
1. Survey One: Heads of Departments/Disciplines & Practice Education Coordinators
2. Survey Two: Practice Educators
3. Survey Three: Students with disabilities on professional placements
Key Findings
The key findings from the research are presented below:
1. Practice Education Coordinators maintain that they consulted with students with
disabilities prior to placement; the reverse was found in the student population as
they maintained that they were not consulted about their needs prior to their
placement nor did they have a choice in where they were placed.
2. Disclosure was seen as beneficial by all participants. Practice Educators were
particularly concerned when students do not disclose their disability as reasonable
accommodations could not be put in place. For some students disclosure was not an
issue as they did not see its relevance as they felt they could manage.
3. Practice Educators expressed uncertainty about how to manage emerging mental
health difficulties in students. They were unclear about the pathway of support and
advice, particularly if the student disclosed during placement.
4. Negative attitudes and stigma in relation to disability were highlighted as the biggest
obstacles for students on placement. Students felt powerless discussing these
obstacles with their practice educators.
5. Practice Educators expressed concern in relation to maintaining standards of
proficiency/ competency.
6. Practice Education Coordinators feared that students with disabilities would require
more time on placement which in turn could affect the capacity for future
placements.
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7. The Learning Educational Needs Summary (LENS) report was found to be relevant for
the academic environment, but not for the placement site.
8. Rather than modifying the assessment process or procedures, Practice Education
Coordinators and Practice Educators would prefer to see reasonable
accommodations being put in place for students.
9. Some students did not see themselves as having a ‘disability’ (although they had
registered with the Disability Service for support) and while on placement they did
not wish to be ‘singled out’ or treated differently from their peers.
10. Practice Educators were found to have a diverse range of training but would like
further relevant disability awareness training in the future.
Recommendations
Recommendations that have emerged include:
1. Encourage Practice Educations Coordinators, Practice Educators to be more proactive in supporting and planning for the needs of students with disabilities, by
developing clear communication pathway for staff and students, for example:
disability related information and disclosure in the student and placement handbooks
etc.
2. To extend the needs assessment process to the workplace setting which will allow for
the development of clearly defined and individually tailored ‘practice place
reasonable accommodations’.
3. Trialling of these ‘practice place reasonable accommodations’ will require
constructive dialogue and piloting for the development of online resources.
4. Promote the benefits of a supportive and inclusive environment (see
http://www.tcd.ie/CAPSL/TIC/guidelines/off-campus/) that will encourage students
to seek support (and disclose their disability) and plan for their needs in placement
with both the coordinators and practice educators.
5. Competencies, proficiencies and learning outcomes need to be clearly defined and
ensure that they are accessible to students with disabilities.
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6. Strategies need to be developed around disclosure and non-disclosure at any point
during the placement. Perceived disability also requires attention and practice
educators need to become confident in discussing issues with students
7. Establish training resources (including programmes) on understanding reasonable
accommodations, confidentiality, awareness of and sensitivity to disability issues such
as disclosure and managing disability within the placement setting for Practice
Education Coordinators and Practice Educators.
8. Practice Educators to provide a ‘job description’ for students to enable them to plan
ahead of time for their needs.
9. The research findings and the literature suggest that students where possible should
visit the placement setting ahead of the placement to learn about the placement and
identify any potential concerns or issues.
10. Establish role models (i.e. professionals with disabilities) within the professional
groups who could act as mentors for students.
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